SPED 790 Reflection

Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact SPED 790

Reflection for SPED 790: Social Narrative on Personal Space and AFIRM Modules

Project Name: Social Narrative on Personal Space and AFIRM Modules

               This artifact includes two major components for SPED 790: a social narrative developed using ChatGPT to address personal space violations among middle school students with autism spectrum disorder (ASD), and a completed series of evidence-based practice (EBP) modules from AFIRM. These two components together reflect both my theoretical understanding and practical application of behavioral strategies essential for working with individuals on the autism spectrum. The social narrative project focused on using story-based interventions to address a recurring behavioral concern in my middle school students, while the AFIRM modules deepened my understanding of multiple EBP frameworks, which I consistently implement in my special education classrooms.

Artifact Purpose

               The purpose of the social narrative artifact was to construct a developmentally appropriate, individualized story-based intervention to teach and reinforce the concept of personal space for a learner with ASD. This particular social narrative focused on Bobby, a pseudonymous student, who exhibited difficulty in understanding physical boundaries in school-based interactions, particularly with adult female staff (behaviors based upon my own students who struggled with personal space). The goal was to use a digital, visual, and narrative-based approach to help Bobby understand the importance of respecting personal space, increase his social awareness, and improve peer and staff relationships. In parallel, the AFIRM modules were completed to reinforce best practices and strengthen the theoretical foundations behind the interventions we apply daily as special educators. Modules such as “Antecedent-Based Intervention,” “Social Narratives,” and “Supporting Peer Interactions” were especially relevant and directly applied to this project.

Assignment Requirements Addressed

               All required components of the assignment were addressed in the final submission. The social narrative was created using PowerPoint and included visuals, clear task analysis of expected behaviors, identification of the setting, social situation, and stakeholders involved. Furthermore, the story contextualized the social relevance of respecting personal boundaries for Bobby. The narrative emphasized both the learner’s perspective and how others in the school environment may feel when their personal space is violated. It provided clear and actionable behavior strategies for the learner to follow. The implementation plan was carefully outlined, including how and when the narrative would be introduced, reviewed, and reinforced. AFIRM module certificates were shared and serve as documentation of extensive professional development in EBP implementation for learners with ASD (Autism Focused Intervention Resources and Modules [AFIRM], 2020). These experiences have been cataloged on my professional SPED portfolio website for peer and faculty reference.

Decision Not to Revise

               Although this assignment received a grade of 90%, the instructor’s comment that “social relevance is not clear; personal space issue is not clearly defined/explained” does not accurately reflect the intention or outcome of the artifact. As a special education teacher with over seven years of experience working with students from kindergarten through 12th grade, I can attest that personal space remains one of the most socially relevant and challenging concepts for students with ASD and other high-incidence disabilities to grasp. The targeted social story was written specifically to address repeated and concerning behaviors related to personal space violations toward adult female staff—a real and persistent issue in many middle school settings. This issue was directly articulated, and the behaviors were clearly outlined in both narrative form and visual slide presentation. Therefore, I chose not to revise the submission, as the original work maintained a high standard of quality, met all requirements, and was based on real-world classroom experience.

Learning and Contribution to Professional Development

               This assignment provided a powerful and practical application of social narratives as an evidence-based strategy for improving social behavior and communication in students with ASD. The development of the social narrative helped me better understand the nuances of designing culturally responsive and behaviorally precise interventions. More importantly, this process reaffirmed the importance of crafting interventions that are not only developmentally appropriate but also socially and emotionally meaningful to the learners we serve. Complementing this project, the AFIRM modules deepened my knowledge in applied behavior analysis, prompting strategies, time delay, and naturalistic interventions. These modules were instrumental in enhancing my understanding of how to individualize instruction based on learners’ strengths, preferences, and communicative challenges. These artifacts helped reinforce my dedication to evidence-based practice and my commitment to continued professional growth as a culturally responsive and ethically grounded special educator.

References

Autism Focused Intervention Resources and Modules (AFIRM). (2020). Evidence-based practices for learners with ASD. National Professional Development Center on Autism Spectrum Disorder. Retrieved from https://afirm.fpg.unc.edu/

Gray, C. (2010). The new social story book. Future Horizons.

National Professional Development Center on Autism Spectrum Disorder. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. University of North Carolina, Frank Porter Graham Child Development Institute.